An analysis of writing knowledge in EFL composing: a case study of two e?ective and two less e?ective writers  

Oleh:

Victori, M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 27 no. 4 (Dec. 1999), page 537-555.
Topik: Beliefs; Metacognitive knowledge; EFL writing; Learner strategies; Successful and less successful learners; Individual di?erences
Fulltext: Victori_M.pdf (154.44KB)

Isi artikel

The present study throws some light into an area that has been relatively untouched: it analyzes how di?erences in the beliefs or metacognitive knowledge (MK) held about writing relates to di?erences in English as a Foreign Language (EFL) writing skills. Data were col- lected from four undergraduate university Spanish students, two good writers and two poor writers, enrolled in EFL classes at the University of Barcelona. They were ®rst required to take an English test and write an argumentative essay to assess their language and writing pro®ciency. Subsequently, they were interviewed and required to think aloud as they wrote another argumentative essay. This study revealed a number of areas in which the knowledge of the two pairs clearly di?ered. On the whole, these di?erences pointed to a more appro- priate and comprehensive view of the writing process, which they were able to apply more ¯exibly. In contrast, the less successful writers' MK was limited and inadequate. Further- more, the case studies also revealed the clear relationship that exists between the MK of the writers and the strategies they deployed, underscoring the major role played by MK in pro- viding a rationale for the learners' approach to writing and researchers with a more thorough understanding of the learners' writing process.

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